Equal instructional opportunities for all students are a focal point of our educational system. Special education programs, including gifted education, have improved the education for all students, however, some imbalance still exists. Attaining equal and equitable education for all students is still an important topic in our system. However, the underrepresentation of students in our gifted education programs is still present. Underrepresented students refer to African-American, Hispanic, and low-income students. As an educator in a Title 1 school with over 85% of the school population being represented by African-American, Hispanic, and low-income students, it is detrimental to retain these students in gifted education classes. At the present,
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Teachers will need to bring technology to interact with the presentation. In order for teachers to understand the interactive presentation, they must first have a clear understanding of the meaning of the term underrepresented and who the term refers. A clear understanding of the term will encourage the educators to think about what students in their classroom is classified by underrepresented. Time for collaboration was given in the presentation for teachers to share ideas and combines methods of teaching. This aspect of the presentation is essential as the school community is a team and discussion is important to incorporate all team members. The next part of the presentation includes three major practices that increase the motivation of underrepresented students thus retaining them in gifted programs. Each practice has a website and video that also describes the strategy in detail with examples of how to implement into the classroom. The websites, videos, and slideshows included facilitating practices that need to be incorporated into classrooms to promote the motivation of high expectations and rigor. Providing the strategies, the teachers will be given opportunities to explore, read, and confer about each strategy. Teachers will be given times to answer the activities in the presentation on their
Teachers will need to bring technology to interact with the presentation. In order for teachers to understand the interactive presentation, they must first have a clear understanding of the meaning of the term underrepresented and who the term refers. A clear understanding of the term will encourage the educators to think about what students in their classroom is classified by underrepresented. Time for collaboration was given in the presentation for teachers to share ideas and combines methods of teaching. This aspect of the presentation is essential as the school community is a team and discussion is important to incorporate all team members. The next part of the presentation includes three major practices that increase the motivation of underrepresented students thus retaining them in gifted programs. Each practice has a website and video that also describes the strategy in detail with examples of how to implement into the classroom. The websites, videos, and slideshows included facilitating practices that need to be incorporated into classrooms to promote the motivation of high expectations and rigor. Providing the strategies, the teachers will be given opportunities to explore, read, and confer about each strategy. Teachers will be given times to answer the activities in the presentation on their